Augmented Virtual Reality: How to Improve Education Systems

This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students’ learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for impro...

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Bibliographic Details
Author: Fernández-Utrilla Miguel, Manuel
Format: article
Publication Date:2017
Country:España
Institution:Universidad Europea (UEM)
Repository:ABACUS. Repositorio de Producción Científica
Language:English
OAI Identifier:oai:abacus.universidadeuropea.com:11268/6574
Online Access:http://hdl.handle.net/11268/6574
Access Level:Open access
Keyword:Educación superior
Realidad aumentada
Enseñanza superior
Tecnología educacional
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spelling Augmented Virtual Reality: How to Improve Education SystemsFernández-Utrilla Miguel, ManuelEducación superiorRealidad aumentadaEnseñanza superiorTecnología educacionalThis essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students’ learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students’ knowledge acquisition. Stakeholders in the educational role of technology include students, faculty members, institutions, and manufacturers. While the benefits of such technologies are still under investigation, the technology landscape offers opportunities to enhance face-to-face and online teaching, including contributions in the understanding of abstract concepts and training in real environments and situations. Barriers to technology use involve limited adoption of augmented and virtual reality technologies, and, more directly, necessary training of teachers in using such technologies within meaningful educational contexts. The author proposes a six-step methodology to aid adoption of these technologies as basic elements within the regular education: training teachers; developing conceptual prototypes; teamwork involving the teacher, a technical programmer, and an educational architect; and producing the experience, which then provides results in the subsequent two phases wherein teachers are trained to apply augmented- and virtual-reality solutions within their teaching methodology using an available subject-specific experience and then finally implementing the use of the experience in a regular subject with students. The essay concludes with discussion of the business opportunities facing virtual reality in face-to-face education as well as augmented and virtual reality in online education.20172017-08-2920172017-01-0120172017-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11268/6574reponame:ABACUS. Repositorio de Producción Científicainstname:Universidad Europea (UEM)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:abacus.universidadeuropea.com:11268/65742026-06-11T12:41:27Z
dc.title.none.fl_str_mv Augmented Virtual Reality: How to Improve Education Systems
title Augmented Virtual Reality: How to Improve Education Systems
spellingShingle Augmented Virtual Reality: How to Improve Education Systems
Fernández-Utrilla Miguel, Manuel
Educación superior
Realidad aumentada
Enseñanza superior
Tecnología educacional
title_short Augmented Virtual Reality: How to Improve Education Systems
title_full Augmented Virtual Reality: How to Improve Education Systems
title_fullStr Augmented Virtual Reality: How to Improve Education Systems
title_full_unstemmed Augmented Virtual Reality: How to Improve Education Systems
title_sort Augmented Virtual Reality: How to Improve Education Systems
dc.creator.none.fl_str_mv Fernández-Utrilla Miguel, Manuel
author Fernández-Utrilla Miguel, Manuel
author_facet Fernández-Utrilla Miguel, Manuel
author_role author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Educación superior
Realidad aumentada
Enseñanza superior
Tecnología educacional
topic Educación superior
Realidad aumentada
Enseñanza superior
Tecnología educacional
description This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students’ learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students’ knowledge acquisition. Stakeholders in the educational role of technology include students, faculty members, institutions, and manufacturers. While the benefits of such technologies are still under investigation, the technology landscape offers opportunities to enhance face-to-face and online teaching, including contributions in the understanding of abstract concepts and training in real environments and situations. Barriers to technology use involve limited adoption of augmented and virtual reality technologies, and, more directly, necessary training of teachers in using such technologies within meaningful educational contexts. The author proposes a six-step methodology to aid adoption of these technologies as basic elements within the regular education: training teachers; developing conceptual prototypes; teamwork involving the teacher, a technical programmer, and an educational architect; and producing the experience, which then provides results in the subsequent two phases wherein teachers are trained to apply augmented- and virtual-reality solutions within their teaching methodology using an available subject-specific experience and then finally implementing the use of the experience in a regular subject with students. The essay concludes with discussion of the business opportunities facing virtual reality in face-to-face education as well as augmented and virtual reality in online education.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-08-29
2017
2017-01-01
2017
2017-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/11268/6574
url http://hdl.handle.net/11268/6574
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:ABACUS. Repositorio de Producción Científica
instname:Universidad Europea (UEM)
instname_str Universidad Europea (UEM)
reponame_str ABACUS. Repositorio de Producción Científica
collection ABACUS. Repositorio de Producción Científica
repository.name.fl_str_mv
repository.mail.fl_str_mv
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